Tag: Smarter Balanced Assessment Consortium

Well friends/co-conspirators, unfortunately, it is that time of the school year again when we must show our solidarity for visions of educational justice and the schools all of our children deserve. Refuse to allow your children to participate in the spirit-killing test industry machine – opt your child out. Many more resources can be found online, but here is the template for the letter I used in California this year (2019). Previous letters used in Ohio can be found in my blog archives.

Peace to you, if you’re willing to fight for it. ~Fred Hampton

April 25, 2019

School Name District Name School address (four lines)

Dear (school) Staff and (district) Administrators,

Please accept this letter as my submission, under California Education Code section 60615, which allows a parent or guardian to submit a written request to school officials to exclude his or her child from any or all parts of state-mandated assessments, to opt out my child, (child name), from all Smarter Balanced Assessment Consortium tests administered this year.

Reimagining schools through an abolitionist framework, I am unequivocally opposed to standardized testing and the role it plays in perpetuating destructive and punitive practices in schools. Prepackaged state tests with stakes attached (whether high or low) undermine teachers’ autonomy, de-professionalize educators and are a mechanism for reproducing structural inequality. A FairTest fact sheet, “Racial Justice and Standardized Educational Testing,” states that young people of color, particularly those from low-income families, have suffered the most as the explosion of high-stakes standardized testing in U.S. public education has undermined equity and school quality. These tests provide no social or educational benefit, inflict harm on our most vulnerable young people, and contribute to corporate superpredators making billions through the testing industry, charter industry, and textbook industry.

In refusing standardized tests, I stand in solidarity with others pursuing a dream of educational justice in which schools are based on collective dignity, community, creativity, intersectional justice, healing, joy, radical love, and are spaces where every child feels safe and celebrated, and knows they matter.

Test scores from SBAC will not reveal anything to (child)’s teachers or other school staff members that they do not already know about (him/her), nor will standardized tests illuminate the many acts of kindness, compassion, and patience bestowed upon (child) by the staff at (school name) School.